Why it is important to teacher engineering to K-12 students. Misconceptions and constructivism in the context of engineering and science education.

1. Teachers Institute IIYour Facilitators: Beth Eschenbach, Ph.D.* Jim Zoellick + Erin Cearley*# Lonny Grafman* Andrea Allen*+ Steven Medina* Assessment: Brandie Wilson, M.A. Environmental Resources Engineering* Schatz Energy Research Center+ Redwood Sciences Project#

2. Outline for the Week Monday What is Design? Buoyancy and Heat Transfer – Penny Boats & Save the Penguins Tues. & Wednesday Chemistry, Design and Hydrogen Fuel Cells Thursday & Friday Physics - Bridge Design Thursday Afternoon & Dinner (4-7) Work with local engineers to incorporate engineering into your own lesson plans

3. Outline for the Day Check In Pre – Assessment Why are we here? Introductions & Expectations Buoyancy Design Problem Break What is Design Thurs. Assignment Lunch Heat-Transfer: Save the Penguins Teamwork Discussion How to use curriculum in your class? Post-Assessment Minute Paper

5. Up to 60% lost in college

6. 32% CCC transfers from Susan Hackwood, Board member of California Council on Science and Technology

7. California’s racial diversification 2006-2020 projection 2006 2020 Source: Department of Finance. from Susan Hackwood, Board member of California Council on Science and Technology

8. Failure to achieve in education will have economic consequences from Susan Hackwood, Board member of California Council on Science and Technology Projected Change in Personal Income per Capita by State, 2000-2020 Source: National Center for Higher Education Management Systems (2005)

10. Summer 2007 - CSU Deans of Engineering request funding for CSU Engineering Academies to recruit (and retain) a larger and more diverse pool of engineering students. Dec. 2007 - Proposal to Bring 20,000 New Engineers to California’s Workforce by 2014 Source: http://gov.ca.gov/about/arnold

11. Project Goal to facilitate the presentation of more engineering concepts in our region’s K-12 classrooms in order to expand and diversify the pool of incoming students who are well prepared and eager to enter as engineering majors. Source: http://www.calstate.edu/college/map.shtml

12. The Design Your Future: North Coast Engineering Academies has three components: 1.Teacher Professional Development 2. Co-Curricular offering of ENGR 215 Introduction to Design 3. Community Building: Teachers, Students, & Engineers. 3. Community Building: Teachers, Students, Parents & Engineers.

13. Thank you to Principal Jennifer Lane, Teacher Forrest Stamper and the Hoopa Valley High School ENGR 215 class for trying our pilot course.

14. Name Game First person to learn everyone’s name in the room will get a $20 certificate to the HSU bookstore.

15. DYF Teacher Institute Introductions & Expectations Please state your name, what you are teaching this fall, and what you are hoping to get our of our institute this week.

16. Design products and processes to meet needs and solve problems Seek to understand the natural world Math and Science Engineering Technology Systems of products and processes built from engineering designs Adapted from Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 81. by Richards, Schnittka& Donohue, ASEE 2009 Relationship between STEM Disciplines

17. The engineering design process provides a framework for inquiry based learning 1. Identify the need or problem 2. Research the need or problem 8. Redesign 3. Develop possible solutions 7. Communicate the solutions 4. Select the best possible solution(s) 6. Test and evaluate 5. Construct a prototype Massachusetts Science and Technology/Engineering Curriculum Framework, October 2006, page 84. Adapted by Richards, Schnittka & Donohue, ASEE 2009

18. Introduction to ETK ETKs (Engineering Teaching Kits) were developed at Univ. of Virginia by Senior Engineering Students. ETKs include: Teacher’s guide with unit overview Review of relevant concepts Plans for five 50 minute activity periods Assessment instruments You will receive paper & electronic versions of ETKs materials

19. Today we will consider students’ misconceptions and take a constructivist approach to learning

20. A body immersed in a fluid is subject to an upward force equal in magnitude to the weight of the displaced fluid Archimedes supposedly derived this principle from noting that the amount of water spilled from his bath was equal in volume to the submerged part of his body http://en.wikipedia.org/wiki/Buoyancy and http://www.juliantrubin.com/bigten/archimedesprinciple.htmladapted by Richards, Schnittka & Donohue, ASEE 2009 Let’s try it with buoyancy and Archimedes principle.

21. Completely submerged objects with equal masses, but different volumes, will experience different buoyant forces. In a more dense the fluid, the upwards force will be greater because the fluid displaced will weigh more. More on buoyancy…Density Matters!!

22. Design Objective: Using one piece of foil, design a vessel that will float and carry the highest number of pennies. You have ____ minutes Work in groups of ____ People Make sure everyone gets to “touch”

23. Minute Paper What is the most important thing you have learned today? What questions do you still have? Feedback